1. A GENERIC SKILLS ASSESSMENT
for COLOMBIA:
WHY GENERIC SKILLS?
Jennifer Bryce & Doug McCurry
Australian Council for Educational Research

2. A Trial of Generic Skills
Assessment in Colombia
In 2009, ICFES piloted a generic skills test
based on GSA Australia
N= 3,572 1st and Final Year Colombian
university students

3. What are GENERIC SKILLS?
Skills such as:
Solving problems
Management of
information
Working in a team

4. What are GENERIC SKILLS?
Oral communication
Written
communication
Critical thinking

5. Main features of GENERIC SKILLS:
Context independent
– independent of particular curriculum
boundaries;
– not tied to a particular domain of knowledge;
– independent of skills specific to particular
occupations or industries.

6. Generic skills are TRANSFERABLE
Critical Thinking learned in
Science Is transferred to Geography

7. Generic skills are TRANSFERABLE
Team work learned at school Is transferred to the workplace

8. The ability to transfer is important
Research suggests that ‘novices’ are not good at
transfer.
The more proficient at the skill, the better the transfer.
Need to consider this when designing pedagogy –
teachers must help and encourage students to transfer
generic skills from one context to another.

9. Why are generic skills important?
Two significant reasons:
• 21st Century view of ‘knowledge’
• Nature of the 21st Century workplace

10. Why are generic skills important?
21st Century view of
knowledge
• Changing;
• Readily accessible;
• More provisional and
problematic
Rather than to know a lot
of facts, need to be able to
use knowledge.

11. Why are generic skills important?
Nature of the 21st Century
workplace
• Broadly defined work
roles;
• Needs/ demands
change rapidly;
• Workers need to be
flexible, adaptable,
willing to learn
throughout their
working life.

12. What do employers look for?
‘Wish lists’ include:
• Smile;
• “attitude”;
• Sense of humour;
• Communication;
• “team player”
These terms translate
into GENERIC SKILLS

13. An employer’s ‘wish list’ can translate into
GENERIC SKILLS:
Smile, ‘attitude’, Interpersonal Understanding
Sense of humour
Communication Communication skills
‘Team player’ Ability to work in a team

14. Sets of Generic skills have been developed since the
1990s by many industrialised countries – using slightly
different names:
United Kingdom – Core skills, key skills, common skills
New Zealand – Essential skills
Australia – Key competencies, employability skills,
Canada – Employability skills
United States – Basic skills, necessary skills, workplace
know-how
France – Cross-field skills (Compétences transversales)
Germany – Key skills (Schlüssel qualificationen)
Colombia – Competencias Genericas

15. What are these generic/ transferable skills?
Some variations, but key to these skills sets are:
Communication
Working with others/ team work
Problem solving
Planning and organising

16. These skills are captured in the
Competencias Genéricas:
Communication Comunicación
Working with others Trabajo en Equipo
Problem solving Solución de Problemas
Planning and organising Manajo de
Informacion

17. GENERIC SKILLS in University courses
In Australia, some university teachers are reluctant to
change from familiar practices.
Research (Winchester-Seeto, T. and Bosanquet, A,
2009) has suggested
three key challenges for university teaching:
–Interpreting;
–Embedding;
–Practising.

18. Key challenges for universities:
Interpreting:
Generic competencies need to be interpreted so
that they are meaningful across all disciplines.
Eg: Does the meaning of planning and organising for
Engineers remain the same for Social scientists?

19. Key challenges for universities:
Embedding:
Generic competencies need to be aligned with
learning outcomes and assessment tasks.
Eg If team work is a university competency, it needs to
be practised in all university subjects and included in
assessment tasks.

20. Key challenges for universities:
Practising:
Opportunities for development:
University courses must demonstrate that students
are provided with opportunities to develop the
agreed generic skills.
Eg University courses need to describe explicitly how
the agreed generic skills are practised/ developed in
their courses.
Ref: Winchester-Seeto, T. & Bosanquet, A. (2009) Will students notice the difference?
Embedding graduate capabilities in the curriculum, in The Student Experience,
Proceedings of the 32nd HERDSA Annual Conference, Darwin, 6-9 July 2009

21. In 1999 the Australian Government
requested a test of
‘valued and widely applicable generic skills
that may be developed by the university
experience and which are relevant to
university achievement and graduate work’.
ACER undertook consultations with
universities and other stakeholders
(employers/ careers advisors) to identify the
most important skills.

22. Generic Skill Univ. Other
Communication (written 21 6
response)
Problem solving 16 6
Analytical skills 9 5
Critical thinking 15 2
Logical reasoning 9 2
Ethics/ citizenship, etc. 15 3
Creativity 8 2
Interpersonal skills/ team work 18 7
‘Sceptical but open-minded’ 8 0

23. Generic Skill Univ. Other
Flexibility/ tolerance 6 0
Commitment to Lifelong Learning 12 3
Numeracy 6 2
Literacy 3 1
IT Familiarity 13 3
Personal skills 6 5
‘Global perspective’ 7 2
Information literacy 8 0

25. Final construct:
Problem solving
Critical thinking
Interpersonal understanding
Written communication

26. What you need to
know
about the GSA
Jennifer Bryce & Doug McCurry
Australian Council for Educational
Research

27. • The Graduate Skills Assessment (GSA)
assesses generic, transferable skills that
are important for success in university and
the workplace.
• "The most effective learners are those who
in fact most quickly recognise the
relevance of previously learned skills to
the new contexts and are most readily able
to adapt them to those new contexts.“
Clanchy and Ballard

28. The sections of the GSA
The GSA has four components
• 1. Critical Thinking
2. Problem Solving
3. Interpersonal Understandings
4. Written Communication

29. The duration of the test
• Critical Thinking, Problem Solving and
Interpersonal Understandings questions
are assessed in a two hour multiple choice
test, with one minute checking time at the
start of the test. There are integrated into
one test.
• The Written Communication test is one
hour, with five minutes reading and
thinking time.

30. The following are among the guidelines on the front of
the MCQ test.
It will be helpful to observe the following:
• work through the questions in the order given
• do not spend too long on any one question; if
necessary, go on to the next question and come back later
• if you think you know an answer, mark it even if you
are not sure. Marks are not deducted for incorrect
responses.
A bilingual dictionary and a calculator may be used.

31. Information about the GSA
• The GSA web site
• http://www.acer.edu.au/tests/gsa/overvi
ew17
• GSA Sample Questions
• http://www.acer.edu.au/documents/GSA
_SampleQuestions.pdf

32. Problem Solving
• The focus in PS is on the analysis of
information and its application to
problems and decision-making.
• The GSA approach has been to focus
on generally applicable and accessible
everyday problems that vary in
complexity.

33. How to approach the PS items
• Read the introduction to the data.
• Examine the data in a global way.
• Do not examine the substance of the data in
specific terms in the first instance.
• Skim all the questions, just reading the stems.
• Read the stem of the first question in detail and
then go back to the data to answer it.
• Work through each alternative and select or
eliminate it.
• And so on.

35. According to Figure 1, compared with men who consume little
or no alcohol, men who regularly consume 18 g of alcohol
(about one standard drink) per day are most likely to show
mortality rates that are
A decreased for CHD and accidents, and increased for
cancer.
B decreased for CHD and cancer and increased for
accidents.
C decreased for CHD and unchanged for accidents and
cancer. *
D increased for CHD and accidents, and increased for
cancer.
E increased for CHD and unchanged for accidents and
cancer.

36. Suppose that all relevant factors in a French
population of males are similar to those for
the men in this US study, except for levels of
daily alcohol consumption.
Which one of the following is the best estimate of
the expected mortality from CHD for French men
compared with that for US men?
A About 15% less. *
B About 30% less.
C About the same.
D About 15% more.
E About 30% more.

38. By how much does the total number of
lessons that the five teachers can teach
exceed the number of lessons required
to teach the five subjects to the Year 8
class?
A 18 lessons more
B 17 lessons more
C 15 lessons more**
D 13 lessons more
E 12 lessons more

39. What is the minimum number of these
five teachers needed to teach the five
subjects to the Year 8 class?
A two
B three**
C four
D five
E It is not possible to teach all of
these subjects with just these teachers.

40. Critical Thinking
The focus in CT is on the comprehension,
analysis and evaluation of viewpoints and
arguments in order to aid decision-making.
Students are asked to comprehend,
analyse and evaluate statements and
passages that present viewpoints of the
kind they would come across in the real
world. Materials used in the GSA CT tend
to be generally accessible and public
domain.

41. How to approach the CR items
• CR items can differ from lower verbal and more
conceptual items to material that entails a greater degree
of reading.
• For the more conceptual material, get a general
orientation, and work through the specific terms of each
question.
• For the units with more reading material, it is best to read
the material (and perhaps underline some key ideas) to
get a general overview. You should then expect to return
to the text to answer specific questions. You may need to
locate some idea or information (or there may be a line
reference that sends you to the right place in the text) by
skimming through the text. You may need to take a
general overview, and it is best to answer such questions
when you have answered the more specific ones.

42. The following proposition is the basis of questions 16 and
17.
‘Violent TV and videos contribute to real-life violence.’
Each of the questions below contains a statement and a
set of alternatives, A–E. For each question, you are to
indicate which alternative most appropriately describes
the relationship between the statement and the
proposition.

43. Statement:
‘The accessibility and the graphic impact of TV
make it an especially powerful medium.’
In relation to the proposition, this statement:
A offers significant support. *
B can be used as a significant counter.
C merely repeats or offers insignificant
support.
D merely contradicts or offers an insignificant
counter.
E is irrelevant and cannot be used to support
or counter.

44. Statement:
‘Violence is never an acceptable course of action.’
In relation to the proposition, this statement:
A offers significant support.
B can be used as a significant counter.
C merely repeats or offers insignificant support.
D merely contradicts or offers an insignificant
counter.
E is irrelevant and cannot be used to support or
counter.

49. Interpersonal Understandings
Interpersonal Understandings material in the
GSA focuses on the ability of students to:
• show insight into the feelings, motivation
and behaviour of other people, and into
issues related to helping or working with
others
• recognise how such insight may be
applied in order to effectively help or work
with others, including effective feedback,
listening, communication, team work and
leadership

50. How to approach the IP
material
• The PS material will usually be a prose
scenario or situation, or sometimes an
image or cartoon. The scenarios are often
in dialogue form.
• Review the stimulus material to get a
general overview. You may need to return
to the stimulus to answer specific
questions.
• Use the following process, that should be
used for most MCQ items.

51. After reading the stem of the question, review each
option in turn.
If you are quite sure an option is wrong, put a cross
next to it.
If you are uncertain about an option, go on to the
next option.
If you think the option is correct, put a tick next to it.
Even if you think you have identified the correct
option, make sure you consider the other options
carefully.
If you are not sure, or there seem two possible
answers that you have not eliminated with a cross,
compare the possible options to make a decision.

53. Raelene, Carlos, Betty and Andy have a tertiary studies project to complete within a very tight
deadline. They are all accountable for the final product, and all must demonstrate their individual
contribution.
Betty: There’s so much to do and so little time! Let’s meet together socially first so that we can
really get to know each other. Or should we brainstorm some ideas first?
Raelene: Well, I think we should first work out what each of us is going to take responsibility for.
What would you rather do, Andy?
Andy: As little as possible!
(Group laughter.)
Raelene: Yes, but what contribution can you make? Are you better at writing/editing, or research,
or talking to people?
Andy: Oh, whatever. I’m comfortable with any of those. I’ll just do what I’m directed to do.
Raelene: Carlos? What about you?
Carlos: Well, I don’t really like talking to people on the phone so I’d prefer to do the research.
Betty: Oh, I thought I could do that. Perhaps Carlos and I could both do the research and Andy
could do the phone contacts. Raelene, you could do all the writing up and presentation.
Raelene: Well, we probably only need one person to do the research so it might be better if Carlos
does that and if you and Andy do the phone contacts.
Betty: Well, I’d really prefer to do the research. That’s something I’m good at. Carlos would be OK
with Andy helping him.
Andy: I don’t care what I do or who I work with. Just tell me, someone, so I can go and have my
lunch!
Raelene: Look, to get the project done in time we have to make sure everyone has a specific task.
Carlos, you’re probably better off doing the research and Betty, we need someone confident for the
telephone communication side of the project. Andy doesn’t mind what he does so he could help you
with the phone calls. How does that sound?

54. Which one of the following responses from Betty would
best meet the group’s needs now?
A Betty challenges the leadership role that Raelene
seems to have assumed on the grounds that she, Betty,
would be a better leader.
B Betty rejects Raelene’s suggestion on the
grounds that Raelene is the best person in the group to
do the telephoning.
C Betty accepts the suggestion and begins thinking
about the people she and Andy need to contact. **
D Betty repeats her suggestion of the group
meeting socially to talk through the issue.
E Betty reluctantly gives way and then sits back
waiting for instructions.

55. The most effective way for Raelene to maintain
Betty’s support, while still meeting the
requirements of the project, would be to
A take over Andy and Carlos’ work loads so
that they are free to assist Betty.
B offer lavish praise, even if the quality of
Betty’s work is disappointing.
C give constructive feedback to Betty as
needed. **
D leave Betty alone for the rest of the
project.
E provide close supervision for Betty

57. Assuming that Raelene’s final suggestions are
accepted by the group, who is most likely to
have trouble completing their task?
A Raelene because she is not comfortable
taking on a leadership role.
B Betty and Andy because Andy is
unlikely to do as Betty wants.
C Carlos because he does not work well
on his own.
D Betty because she is too indecisive and
tentative.
E Andy because he lacks motivation. **

58. Written Communication
The Written Communication component of
the GSA involves two tasks - a reporting task
and an argument task. Each task is
assessed globally on:
•Language and expression ( e.g. control of
language conventions, clarity and
effectiveness of expression)
•Organisation and thought (e.g.
effectiveness and purposefulness of
organisation, depth of analysis of issues or
information)

59. The Argument Writing Task
Consider the following comments and develop a
piece of writing presenting your point of view on
one or more of the issues.
Your response will be judged on:
• the quality of your ideas and opinions,
regardless of the position you take;
• how well your argument is organised and
structured; and
• how clearly and fluently your views are
expressed.
You may find it useful to provide a title for your
argument.

60. 1
The media is the watchdog of
society, bringing into the open
things that many people would
prefer to remain secret.
2
News is more often than not
created by the media rather than
simply reported by it.
3
The media is just the modern
form of the age-old need to inquire
after, listen to and pass on information.
4
The pervasive influence of the
media has meant that people are
no longer able to genuinely think
for themselves; they just repeat
whatever they’ve read in the paper
or heard on television or radio.

61. How to approach the written
argument
• Read the comments on the paper.
• Identify the theme of the comments.
They will offer different perspectives on
the issue.
• Perhaps some are clearly for and some
are clearly against a proposition.

62. There are many ways in which you can make an
argument or present a point of view.
You should aim to be reasonable rather than merely
rhetorical, but you may appeal to the reader’s emotion
in a reasonable and appropriate way.
You may identify a formal proposition by summing up
the issue in a kind of topic for debate.
(Make sure you are focussed on the issue, rather than
going off at a tangent.)

63. You may explicitly consider arguments for and
against and draw a conclusion. (You might
even conclude that a decision is very hard to
make, and it depends on circumstances.)
You may have a settled view of the issue (be
sure that you have considered other views) and
you may decide to put that view as clearly and
directly as you can. In such a case, look to
organise a series of arguments that develop to
a conclusion.

64. The report writing task
Write a report presenting the major ideas and information in
the material provided below.
Your response will be judged on:
• the quality of your understanding and selection of the
material;
• how well your report is organised and structured; and
• how clearly the ideas and information are expressed.
You may find it useful to provide a title for your report.

66. How to approach the report
writing task
• In this task you review the information
offered and identify the main issues and
the most important material.
• You are aiming to select the most
important aspects of the material, and
summarise or outline them in a clear,
organised and comprehensive way.

67. You should write in an impersonal and objective
way. You are not to offer an argument, conclusion
or point of view. You may need to make some
interpretations of the material, pointing out what it
shows.
Underline, highlight or circle the key points. Look
for a logical sequence in which to present the
key points.
Number the different pieces of material in a
sequence, and then proceed to write the piece.

68. Sample Reports
Graduate Skills Assessment (GSA)

69. Some conclusions from the
GSA
Students in different subject
areas perform differently
on the GSA

71. Students in different
years perform
differently on the GSA

73. A study of the Colombian GSA
• Do colleges cultivate critical
thinking, problem solving, writing
and interpersonal skills?
Anna Rosefsky Saavedra
Juan Esteban Saavedra
March 2010

74. • Saavedra and Saavedra investigated how much value colleges
add to students’ critical thinking, problem-solving and
communication skills using data from a 2009 college
assessment pilot study in Colombia.
• The analysis revealed a difference of about half a S.D. between
the scores of similar first and final year college students on
every component of the test.
• Saavedra and Saavedra concluded that a college education
increases students’ new essential competencies, and they
suggest that there is a ‘practical need for universities to increase
emphasis on developing students’ expert thinking and
communication skills’.